| Summary: | 碩士 === 國立屏東師範學院 === 數理教育研究所 === 93 === Implementation of Nine-year Sequence Curriculum Framework of Science and Life Technology
A Study on Multiple Assessments of Science Attitude Indicator
Lin, Fu-sheng
Abstract
This study explored multiple assessments of science attitude indicator used in the nine-year sequence curriculum framework of science and life technology. Its goal is to discover whether the created assessment tools truly reflect students’ attitude and aptitude in science and further look into the problems of implementing such multiple assessments and their solutions. The study’s subjects are 55 sixth graders in two classes at a elementary school in Pingtung County, and the essence of action research are adopted. The researcher is not only the curriculum designer, but also the assessment compiler and instructor.
The study’s results were as follows:
1. When teaching the fifth and sixth graders the same unit, the science attitude indicator in the elementary school can be transformed into teaching objectives. The tools assessing science attitude can be compiled along with the curriculum design in order to reflect the students’ actual attitude toward science in teaching activities.
2. Regarding the effect of tools assessing science attitude indicator, the finding of students’ self-assessment (Science Attitude and Ability Indicator of Behavioral Rating Scale and Performance Assessment Rating Scale) scores as the most reliable and valid whereas the reliability and validity of the assessment tools (Performance Assessment Rating Scale and Children’s Science Attitude Observation Checklist) operated by other inspectors do not appear as accurate as expected. The portfolio assessment tool used to evaluate students’ attitude and attitude toward science demonstrates good reliability and validity.
3. There are several countermeasures to tackle the problems with multiple assessments of science attitude indicator. In light of self-assessment, if the tests are conducted twice, and the test results vary markedly, the test has to be carried out for the third time. The students whose test results appear invalid again have to be interviewed. As for the assessment tools rated by other inspectors, the inspectors need to receive training beforehand, and questionnaires should be used to gather data concerning psychological intention. Group discussions and interviews with the students are designed and adopted to assess students’ ideas and opinions. Introverted students or those who do not give opinions must be interviewed in person. Additionally, the design of the portfolio assessment should correspond to the science attitude indicator, and the assessment standards should be defined by more than two instructors/teachers.
Key words: Science Attitude; Multiple Assessment; Performance Assessment; Portfolio Assessment
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